


/FF? 



LC 6301 
.U5 C24 
Copy 1 



X 







UniYersitY and Scheel Exterisieri. 

PHILOSOPHY OF EDUCATION. 

General Course. 

1889 and '90. 

N~ A. CALKINS. 






i^i 



Copyright, 

1889, 

By N. a. calkins. 

[All rights reserved?^ 



Press of J.J. Little & Co., 
Astor Place, New York. 



Philosophy of Education. 

GENERAL COURSE. 

The full course of study in the Philosophy of Education^ covering 
as it does a broad field, is herein presented in five sub-courses^ for 
the convenience of the student : 

I. — History of Education. 

II. — Principles of Education. 
III. — Methods of Teaching. 
IV. — School Government. 

V. — The Study of the Child. 

The above sub-courses will enable teachers to select the particular 
topic desired, and to read those books that treat specially of that 
portion of the course which they most need to understand, and 
which should be carefully studied by them. 

The books recommended for reading are named under the topic, 
or sub-course, to which they chiefly relate ; but, when the author 
has given prominent consideration to more than one of the above 
subjects, references are made, under the respective sub-courses, to 
the pages of the book which specially relate to the given subject. 
These page-references will enable the teachers to study that portion 
of a book which treats of the special topic in the course ; and the 
additional references will enable them, also, to learn what other 
authors, named in these lists, have said concerning that topic. 



SCHOOL EXTENSION. 



Furthermore, page-references to these authors are given under 
subjects not indicated by the sub-courses, thus pointing out where 
may be found what they have said concerning the particular topic 
under which the reference is made. 

Students in these sub-courses are advised to study topics rather than 
authors, and to compare statements made by one author with those 
made by another, and also to make personal observations, with the 
view of deciding which author more nearly agrees with the condi- 
tions usually found by experience. To this end, it would be desir- 
able for each class formed for study of the Philosophy of Education, 
or either of the sub-courses, to examine the lists given in this syllabus, 
noting the page-references, etc., and to select several works upon the 
subject to be studied, and to arrange for their use by the class, so 
that each member shall have an opportunity to read what the sev- 
eral authors say upon that subject of study. 

A Supplementary List of Works for reading, in connection 
with either of these sub-courses, will be furnished to those who desire 
to take a more extended course of study. 



PHILOSOPHY OF EDUCATION. 



I.— HISTORY OF EDUCATION. 

1. Essays on Educational Reformers. By R. H. Quick. 

Comenius, Locke, Rousseau, Pestalozzi, Jacotot, Spencer. 

2. John Amos Comenius ; His Life and Educational Works. 
By S. S. Laurie. (Boston.) 

3. History of Educational Theories. By Oscar Browning. 

Plato and Ajistotle, Roman Education, Ratich and Comenius, Roger 
Ascham 2in<\ John Milton, Locke, Rousseau, Pestalozzi, Kant, Herbart. 

4. Systems of Education. By John Gill. (Boston, 1885.) 

This work treats chiefly of systems used in England. 

5. A History of Education. By F. V. N. Painter. (N.Y. 1886.) 

Oriental Nations ; Ancient Classical Nations — Greece, Rome ; Christian 
Education before the Reformation ; Education from the Reformation to the 
Present Time. 

6. History of Pedagogy. By Gabriel Compayre. (Boston, 
1886.) 

Education — Hindoo, Chinese, Jewish, Greek, Roman. Socrates, Plato, 
Aristotle; Middle Ages, i6th Century — Erasmus, Rabelais, Montaigne, 
Sturm; Origin of Primary Instruction — Luther, Comenius, Ratich, Bacon; 
Jesuits ; Fenelon. 17th Century — Descartes, Locke ; Education of Women ; 
Christian Schools (Catholic), La Salle; Rousseau; Origin of National In- 
struction — Condorcet, Basedoiv, Pestalozzi, Froebel ; Women as Educators — 
Miss Edge-worth, Madatne Guizot, Madaffie Necker de Saussure, Madame 
de Stael. 19th Century — Mutual Instruction — Bell, Lancaster; Guizot, 
Jacotot, ILerbart, Beneke, Herbert Spencer, Bain, Horace Mann. 

7. Education in the United States. By Richard G. Boone. 
(New York, 1889.) 

The Colonial Period ; Revolutionary Period ; Period of Reorganization : 
Current Educational Interests. 



References to other authors who have written on topics specially 

relating to the History and Theories of Education. 

Kindergarten — Froebel, in Education of Man, pp. 230-336 ; Payne, 
pp. 307-336; Hailman, Kindergarten and Priinary Methods ; Fitch, pp. 
181-189. 



SCHOOL EXTENSION. 



II.— PRINCIPLES OF EDUCATION. 

1. Education ; Intellectual, Moral, and Physical. By 

Herbert Spencer. 

2. The Teacher's Hand-book of Psychology. By James 

Sully. (New York, 1886.) 

3. Elements of Pedagogy. By E. E. White. (Cincinnati, 
1886.) Pages 9 to 124 ; also 313 to 326. 

4. Lectures on the Science and Art of Education. By 

Joseph Payne. (New York, 1887.) Pages 20 to 137 ; also 187 to 
271. 

5. The Philosophy of Education. By T. Tate. With notes 
by E. E. Sheib. (New York, 1885.) Pages 13 to 254. 

6. Habit and its Importance in Education. By Paul 
Radestock (Boston, 1886.) 

7. Education as a Science. By Alexander Bain, (New 
York, 1879.) Pages i to 357. 



The succeeding page references will aid the student in learning 
what the authors named below say concerning the subject of this 
sub-course. 

Currie, pp. 17-96 ; Swett, pp. 54-63 ; Fitch, pp. 121-150 ; De Garmo, 
pp. 13-74 ; Calkins, pp. 341-453- 



PHILOSOPHY OF EDUCATION. 



III.— METHODS OF TEACHING. 

1. Primary Methods and Kindergarten Instruction. By 

W. N. Hailman. (New York, 1887.) 

2. Early and Infant School Education. By James Currie. 
(New York, 1887.) Pages 97 to 211. 

3. Methods of Teaching. By John Swett. Pages 121 10325. 

4. The Essentials of Method. By Charles De Garmo. 
(Boston, 1889.) 

5. Lectures on Teaching. By J. G. Fitch. (New York, 
1885.) See pages 121 to 393. 

6. Manual of Object Teaching. By N. A. Calkins. (1881.) 
Methods for geography, form, color, properties of objects, animals, 
plants, minerals, occupations and trades, physical exercises, etc. 

7. European Schools, or What I saw in the Schools of 
Germany, France, Austria, and Switzerland. By L. R. Klemm. 
(New York, 1889.) 

The methods of teaching described in this work will be suggest- 
ive to American teachers. 



The following page-references will aid the student in finding 
what the authors named below have said concerning the subject of 
this sub-course : 

White, pp. 134-310 ; Payne, pp. 144-183 ; Tate, pp. in-ii6. 



N. B.— In studying " Methods of Teaching," it should be borne in mind that 
those methods are best which lead the pupils to help themselves ; and that the 
essential function of the teacher consists in guiding the pupil to teach himself. 



SCHOOL EXTENSION. 



IV.— SCHOOL GOVERNMENT. 

The subject of " School Government " in its relations to school 
organization, management, discipline, supervision, and the powers 
of teachers and of school officers, is treated in the books of this list : 

1. School Economy ; Preparation, Organization, Em- 
ployment, Government, and Authorities of Schools. By 
James P. Wickersham. (Philadelphia, 1864.) 

2. Art of School Management. By J. Baldwin. (N. Y. 1881.) 

3. School Supervision. By W. H. Payne. (Cincinnati, 1875.) 

4. The Power and Authority of School Officers and 
Teachers, as determined by the Courts of the several States. By 
a member of the Massachusetts Bar. (New York, 1885.) 

SCHOOL ETHICS AND DISCIPLINE. 

The following page-references direct the student where may be 
found what the ten authors mentioned below say concerning this 
subject : 

Wickersham, pp. 229-304; Currie, pp. 212-219; Calkins, pp. 317- 
330, also 446-452 ; Bain, pp. 99-119 ; Sully, pp. 347-355, also 390-403 ; 
Tate, pp. 124-127, also 327-331 ; Fitch, pp. 92-120 ; Swett, pp. 64-77 ; 
Payne, W. H., pp. 54-62 ; Baldwin, pp. 124-192 ; Comenius, pp. 124- 
127. 



PHILOSOPHY OF EDUCATION. 



V._THE STUDY OF THE CHILD. 

Under this topic the course of study embraces, in addition to 
reading, personal observations and records concerning the mental 
development of the human being during the Fourth^ Fifths Sixth, 
and Seventh years of childhood. The books mentioned below will 
be helpful in this study. Full and special directions for making the 
observations, records, and reports will be furnished, by a separate syl- 
labus, to those who become members for the study of this sub- 
course. 

1. First Three Years of Childhood. By Bernard Perez. 

2. The Mind of the Child. By W. Preyer. (N. Y., 1889.) 

Part L " The Senses and the Will." 

Part n. " The Development of the Intellect." 

3. The Education of Man. By Friedrich Froebel. Trans- 
lated by W. N. Hailman. (New York, 1887.) 



10 SCHOOL EXTENSION. 



References to Authors and Special Subjects. 

The following references will show what the authors named 
have said concerning the following subjects not indicated by the 
sub-courses^ and teachers would do well to read what is said in rela- 
tion to these subjects in connection with either of the sub-courses^ 
II., III., IV. 

HABIT. 

Radestock, pp. 1-109 ; Sully, Growth of Habit, p. 50 ; Habit of At- 
tention, p. 81 ; of Feeling, p. 292 ; of Movement, p. 370 ; Strength of 
Habit, p. 371: ; Habit of Conduct, p. 3S7 ; Moral Habit, p. 388 ; Tate, 
pp. 88, 137-141, 161-181 ; Currie, pp. 95, 96; Payne, pp. 101-103 ; 
Calkins, pp. 437-440. 

MORAL EDUCATION— DEVELOPMENT OF MORAL 

CHARACTER. 

Where may be found what the ten authors mentioned below say 
concerning this subject : 

Currie, pp. 68-96 ; Tate, pp. 238-254 ; Spencer, pp. 161-218 ; Sully, 
pp. 344-355, also 378-390 ; Payne, pp. 86-90 ; White, pp. 313-330 ; 
Bain, pp. 56-60, also 338-424 ; Swett, pp. 39-53 ; Fitch, pp. 385-396 ; 
Calkins, pp. 317-330, also 430-453- 

PHYSICAL EDUCATION. 

See Spencer, pp. 219-283 ; Bain, pp. 11-14 ; Currie, pp. 24-28 ; 
Payne, pp. 76-81 ; White, pp. 158, 159 ; Swett, pp. 23-38 ; Calkins, 
pp. 297-316. 



LIBRARY OF CONGRESS 



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